ED 113 Midterm Reviewer PDF

ED 113: MANAGEMENT OF STUDENTS’ BEHAVIOR AND Behavior Management Plan WELLNESS ♥ Plan made up of procedures that are in place to hold Behavior...

ED 113: MANAGEMENT OF STUDENTS’ BEHAVIOR AND Behavior Management Plan WELLNESS ♥ Plan made up of procedures that are in place to hold Behavior students accountable for their behavior, encourage positive behavior, and to eliminate scolding or ♥ Reactions and actions of an individual/group to lecturing, which is rarely, if ever, effective in other individuals/groups of people, events, or the changing behavior. environment or influenced by many things. Behavior Management Policy Student Behavior ♥ Outlines rules as well as acceptable ang non- ♥ It is the way children and young people behave at acceptable conduct. school. Positive Student Behavior Discipline Poor Student Behavior Anti-Social Student Behavior ♥ ‘disciple’ = ‘to instruct’ ♥ Teaching children the rules of acceptable behavior Behavior Management and helping them to understand what is expected of them in their society. School rules and behavior ♥ A whole school approach, includes creating a management policies are part of discipline. positive environment for learning and uses strategies that encourage positive behavior or Punishment having effective ways to deal with poor behavior. ♥ A negative and unpleasant consequence given on an individual to prevent them from repeating the SIX PPRINCIPLES OF BEHAVIOR MANAGEMENT same behavior. ♥ Are often ineffective and even harmful. Principle I ᴥ Negative consequences sometimes change RESPONSIBILITIES OF THE STAKEHOLDERS IN BEHAVIOR behavior, but they do not change attitude. MANAGEMENT POLICY Principle II 1. Principal/Head teacher/Master teacher ᴥ Implement the school behavior policy ᴥ Only positive reinforcement strategies produce consistently, and to report to higher long-term attitudinal change. authorities on the effectiveness of the policy. Principle III 2. Class teachers ᴥ Negative consequences do not improve the ᴥ Ensure that the school rules are enforced, and behavior of impulsive children and frequently that their classes behave in a responsible increase the frequency and intensity of manner. misbehavior. Principle IV 3. Support staff ᴥ Provide a positive model of behavior. Inform ᴥ Cognitive control of behavior can be learned class teachers of any inappropriate behavior. through the use of appropriate positive reinforcement systems. 4. Parents ᴥ Expected to adhere to the policy and support Principle V the actions of the school. ᴥ Positive reinforcement systems must be incremental in nature such that the child can Classroom Management directly observe even small improvements in behavior. ♥ Teacher exhibits complete control over their classroom through a series of strategies and Principle VI techniques that encourage positive student ᴥ You must always reinforce the final compliance behavior. with adult authority no matter how long it takes to get there. Good Luck! ࣪ ☾.  ♥ The practice of effective classroom management 3. Edwin Sutherland – Differentiation Association turns your classroom into the optimum learning Theory environment. ᴥ Which posits that through interaction with others, individuals learn the values, attitudes, Proactive Behavior Management Strategies techniques, and motives for behavior, positive or negative. ♥ Are ones which a teacher put in place by a teacher or school to reduce the risk of behavior problems and to encourage good behavior. Who is involved in peer education? ♥ This is essentially planning for good behavior. Peers = belongs to the same social group. Peer Educator = student who undergoes training to be a peer Reactive Behavior Management Strategy educator. ♥ When there is an instance of inappropriate Peer Education Advisor = teachers trained in peer education. behavior, the goal is to stop or reduce that behavior and help the student in improving. ♥ Is one which is used when there is an incidence of Conflict Resolution inappropriate behavior and which seeks to stop or reduce that behavior and help the student to ♥ Constructive process for handling emotion-laden improve. disagreements. This process encourages assertive communication and the expression of feeling, but it does not permit that typical verbal free-for-all Peer Education which blocks the resolution of conflict which tends to be very destructive of relationships. It is about ♥ Approach to health promotion in which community solving conflicts without resorting to shouting, members and/or groups are encouraged to fighting, sarcasm and other harmful behaviors. promote health-improving change among their peers. 1. Some skills to help resolve conflict ♥ Teaching or sharing of health information, values, and behavior. Stay calm and keep the student calm. Ask questions to obtain correct information. Be assertive in what you want, why you THEORETICAL PERSPECTIVE UNDERPINNING THE CONCEPT Understanding want it and state how you feel OF PEER EDUCATION Decision-making 1. Albert Bandura (1925-2021) – Social Learning Treat people with respect Theory Analyzing the problem Listening attentively ᴥ Claims that modeling is an important Separate the problem from the person component of the learning process. It is based Showing empathy on the notion that people observe behavior taking place and then go on to adopt similar behavior. In the context of peer education, 2. Assertive Communication youths will observe the behavior of peer ♥ This model is about expressing your feelings and educators and learn the behavior as well as needs and at the same time remain respectful of adopting that positive behavior. the other person and not saying or doing hurtful 2. Sarbin and Allen (1968) – Role Theory things. It is helpful to use assertive communication to resolve problems. ᴥ Which is based on the concept of social roles Explain your feelings and the feelings of and role expectations where peer educators will others: “I feel frustrated/unhappy/ hurt adapt to the role expectations of a tutor and when….”, “It hurts me when…”. Your talking behave appropriately as tutors and then is stopping your friends from working”. develop a deeper understanding and Make your request: “I would like you to…”, commitment to the role of a tutor. “Could you please…”, “I would like it better if you...” Good Luck! ࣪ ☾.  Ask how the other person feels about the appropriate behavior and simply asking the request: “How do you feel about that?”, “Is student to stop also fall under this category. that ok with you?”, “What do you think?” Stimulus cueing is a prevention action that Listen carefully to their answer cues the inappropriate behavior before it Accept their agreement with thanks: begins. “Thanks for understanding – let’s get back to work”, “Great – I appreciate that” 2. Tangible Recognition ᴥ Many teachers, especially those in the younger 3. Win-Win Strategy grades, have used tangible recognition. A tangible item can be a token, ticket, marble, or ♥ This is a strategy used mostly when dealing with a goal sheet. Tokens are most effective when adults in which you negotiate a solution to their they are given for positive behaviors and taken needs and yours. It is useful to identify what away during negative behaviors. Explain the both parties actually want. A compromise can expectation with the students before passing usually be reached were both parties are the tangible item to students. Do not use the satisfied with the outcomes and their needs are item to bribe or coerce student behavior. met. This is a win-win approach because both parties win. 3. Direct Cost ᴥ Sometimes students have a tough time Life Skills accepting the expectations and need more of a direct cost. A direct cost focuses more on the ♥ Life skills are important skills that a person should negative consequence. have in day-to-day life in order to live a better and positive life style by meeting the daily demands and 4. Group Contingency challenges of our lives. They include attitudes and ᴥ Involves everyone within the classroom. As a skills related to living with ourselves, relating to class, everyone must aim to conquer a other people and relating to the environment classroom goal. There are two types of group around us. The skills include the ability to contingencies, interdependent and communicate with well with others, make good dependent. decisions that help bring benefits, solve problems Interdependent techniques – and act more responsibly. Some people encounter “require every student in the group to problems in life because they lack the life skills. meet the behavioral criterion for the Lacking life skills could lead to making wrong group to earn credit”. One example is decision, or not communicating well with other raising the hand in the class. If opposite sex. everyone raised their hand, the class would earn group recognition. Key life skills for young people Dependent techniques – “require Assertive specific individuals…to meet the Problem-solving behavioral criterion of the group to Decision-making earn credit”. Using the dependent Communication techniques can involve one student Resisting peer pressure or a small group of students and Empathy provides more peer pressure. An Negotiate risk behaviors example of this is the “Pressure Points.” If every student cleans up Self-esteem, self-worth and self-confidence after class, the whole class earns “pressure points” that can be used for no homework passes, postponing a FIVE TYPES OF INTERVENTION STRATEGIES: (MARZANO) test, etc. 1. Teacher Reaction ᴥ Involves a verbal and physical 5. Home Contingency acknowledgment that provides a consequence ᴥ Making the student’s parents aware of their for unacceptable behavior. Making eye positive and negative behavior. This is a contact with a student, shaking your head, or strategy that many teachers use because it can having a private verbal reminder are some of produce quick, powerful results. Teachers can the consequences. Stating the desired Good Luck! ࣪ ☾.  send home premade notes or make a quick Involve learners in developing as well phone call. implementing these rules, which will help you in developing a positive attitude towards the rules. Behavior Management ♥ Another very important aspect of classroom ᴥ Non-verbal Communication management is to manage the behavioral problems Non-verbal communication cues through of learners, which a teacher often faces. body language of teachers also play an ♥ Many time teachers complain that they spend a fair important role as preventive measure of amount of time in resolving issues related to behavior management. behavioral problems of learners. Learners generally follow the body ♥ These problems may be of different reasons. Some language of teachers when they may be related to personal behavior of a learner, communicate in classroom. some may be related to his/her behavior in group What teachers like and what not, or behavior towards a particular person or event or learners usually guess by observing the thing. body language of teachers. ♥ There is a three-fold strategy to manage the Teachers should use effective non-verbal behavior problems, i.e. preventive measures, cues as well as there should not be any supportive measures and corrective measures. miscommunication in between his/her oral communication and communication through body language. I. Preventive Measures ᴥ Cooperative Learning Strategies ♥ Prevention is an early measure through which many Cooperative learning strategies are general problems can be avoided. suggested to enhance the team-building ♥ In order to apply preventive measure, teachers have and cooperative approach among to play dual role, i.e. have to create supportive learners. environment to promote positive discipline in the These strategies help learners in school as well as identify and arrange the support channelizing their energy in peer system to prevent the learners from negative interaction and discussion. behavior. Development of social skills as well as ♥ Preventive measures are not only for specific positive leadership is also possible learners rather they are for all. Here are few through these techniques. measures which can be adopted as preventive measures in a class: ᴥ Academic Support Sometimes few learners in class need ᴥ Reinforcing and Rewarding Good Behavior some extra support due to their inability It is often said that punishment may stop to match the speed of rest of the class. a learner for doing wrong things but If they do not get proper attention and he/she will never learn what the right this support, they try to create certain was. problems. So it is better to identify in learners, what It is the responsibility of a teacher to is good? identify such learners and their specific Support the good and reinforce their need as well provide them academic good behavior and achievement through support. rewards. This will help them to focus more on academics and the probability of creating ᴥ Effective Classroom Rules problems will decrease. Design, explain and implement the well- defined classroom rules. ᴥ Parental Involvement Consequences should also be explained if Role of parents is equally important as learners do not follow certain rules. preventive measure. It has been Desired behavior needs to spell out observed that sometimes, learners’ clearly so that while implementing, there problems are reaction of the should be no chance for biasness. events/actions/situations they face at home. Good Luck! ࣪ ☾.  Continuous communication between ᴥ Curricular Adaptation parents and teacher is very important. The cause of some problematic behavior of Parents should be oriented beforehand learners may be the way curriculum is being about this. transacted in the classroom. They should be encouraged to share Some learners may not be comfortable with everything about their child with the teaching-learning strategies that are being teachers so that both can work together. adopted or the activities which the teachers have incorporated. As supportive strategy, make provisions for II. Supportive Measures choice of activities. ♥ Supportive measures are equally important for Include activities which they can accomplish managing the behavioral problems of learners. with the help of parents, peers or community ♥ These measures are different from preventive in the members. sense as these are used by teachers when they Vary the pace of teaching. observe any behavioral problem is occurring in the Analyze the task given to learners, is it of their class. interest? What is the difficulty level of the ♥ Many times, strategies may be same as preventive task? Are the resources available with them to and supportive measure but their implementation accomplish the task? A better planning can and use is different due to nature of the event. minimize problem in class. ♥ These measures are used by teachers to support the positive behavior in the class. ᴥ Replacement Skills ♥ Positive Behavior Support (PBS) is used as an Many times, learners are not aware of various alternative strategy to avoid punishment. alternatives to solve a problem. They use the ♥ PBS does not support the strategies like withholding method selected or taught by the teachers and reinforcement for the learners with an undesirable if they don’t get desired success, it results in behavior. some problems. Teachers need to motivate them for identifying and using alternative paths also but the Following strategies can be adopted by a teacher as teachers have to keep an eye that the supportive measure while dealing with problematic behavior alternative path should be right one; of learners in the class: continuous guidance and reinforcement can ᴥ Extinction and Redirection help a lot in it. If a teacher notices that the learners are showing some particular problematic behavior III. Corrective Measures for attention, teacher should try to avoid this behavior. ♥ Corrective measures are required when a Such behavior generally are not very serious problematic behavior is occurring frequently and and harmful. This avoidance is called preventive and supportive measures are giving Extinction. desired results. Sometimes, when a teacher observes ♥ It is always suggested that corrective measures are something disturbing in learner’s behavior, the last solution to handle any problematic s/he redirects it to some fruitful activities. For behavior. Implementation of corrective measures example, a learner is making some useless require the involvement of parents and school sounds in the class, teacher asked him administration as well but sometimes these may be entertain the class by making funny sounds for misunderstood by parents or other community 15 minutes. members, if they are not aware of the problem. Here are few strategies which teachers can use as ᴥ Conflict Resolution Skills corrective measures: When the teacher notices that a learner fall in some conflict and this conflict is the cause of ᴥ Making learners aware of the consequences his/her problematic behavior, then the teacher When a teacher observes few learners has to pay attention there and suggest some causing problems and no supportive conflict management skills. strategy is working on them. Better to use it as preventive mechanism and In such situation, the teacher does not train the learners with some conflict resolution need to lose his/her calm. It is better to strategies. talk to the learner and explain the Good Luck! ࣪ ☾.  possible consequences of his/her Strengths of Reactive Behavior Management behavior. ᴥ Immediate intervention. Teacher can involve their parents also Ex: Praise good behavior. while explain such consequences. ᴥ Prevents further harm to students or damage to property. ᴥ Removal from a situation Ex: Raised tone or voice to stop a behavior. Sometimes it may observe that ignoring ᴥ Can be used as an example for others. the problem/behavior can increase its Ex: Moving a student to a place where they cannot intensity. be disruptive. In such case, ignorance is not a solution. ᴥ Can be positive reinforcement (e.g. “Well done, you As a teacher you have to put him/her in a are listening well”) as well as instructions. different situation, where either s/he can Ex: Time outs not get any benefit from the problematic ᴥ Can turn behavior into learning experience e.g. behavior and learn how to behave to “What should you have done? Why?” fulfill his/her needs. Ex: Good or poor behavior card home or a report Changing the place of sitting in the home. classroom, involving in some co- ᴥ Allows students opportunity to take responsibility curricular activities or school activities for behavior. may be a kind solution. Ex: Counselling ᴥ Relies on staying calm and in control! Etc. Ex: Administering a sanction i.e. picking up litter CLASSROOM BEHAVIORAL STRATEGIES AND from playground for 15 minutes after dropping INTERVENTIONS papers on ground. Classroom management is when a teacher exhibits complete control over their classroom through a series of Peer Education strategies and techniques that encourage positive student behavior. Effective teachers and beginning teachers need to Peer Education is an approach to health promotion have a range of strategies for encouraging good behavior and in which community members and or groups are supported responding effectively to poor behavior. The practice of to promote health-enhancing change among their peers. effective classroom management turns your classroom into Peer education is the teaching or sharing of health the optimum learning environment for students to engage information, values, and behavior in educating others who with their studies and work to the best of their ability. may share similar social backgrounds, geographical settings, age or life experiences. It is argued that rather than health professionals educating members of the public, the idea Proactive and Reactive Behavior Management Strategy behind peer education is that ordinary lay people are in the Strengths of Proactive Behavior Management best position to encourage healthy behavior to others of a similar age, background, and social circumstances. It is ᴥ Builds on established rules and routines. supported by the adage ‘send a thief to catch a thief’. Ex: School rules displayed around school and classroom. It is evident that peer education has become a ᴥ Focuses on behaving well rather than when bad popular prevention strategy in the broad field of HIV behavior happens. prevention especially in developing countries and among Ex: School rules written with student participation. special groups like adolescents, sex workers, injecting drug ᴥ Anticipates what might happen and prevents it. users, and members of the LGBTQAI community. Peer Ex: Sitting potentially disruptive students close to education is also associated with efforts to prevent tobacco, the teacher. alcohol, and other drug use among young people. Peer ᴥ Encourages a team approach. educators can be effective role models for young adolescents Ex: Regular in-service training for teachers on by promoting healthy behavior and serving as an accessible student issues. and approachable health education resource among the ᴥ Reinforces good behavior. youths’ networks. According to Advocates for Youths, peer Ex: Teaching of life skills to students. education draws on the credibility of young people among ᴥ Creates opportunities for learning, cooperation, their peers, leverages the power of role modelling, and support and peace. provides flexibility in meeting the diverse needs of other Ex: Organized and supervised recreational and youths. social clubs for student. Good Luck! ࣪ ☾. Four Categories of Disciplinary Behaviors when confronted with student misbehavior, use the students to control the class. 1. Reinforcement ♥ Recognition or reward for positive behavior or for 3. Assertive the timely cessation of negative behavior. ᴥ Proactive assertive strategies: Teacher is 2. Punishment engaged in simple and few positive rules, ♥ Some type of negative consequences for procedures and plans, seating plan, rewards inappropriate behavior. system, consistent sanctions, scanning the room, well planned lessons, small group sizes, 3. No immediate consequence not leaving students unattended. ♥ No immediate consequences for inappropriate ᴥ Reactive assertive strategies: Teacher is calm, behavior but involves some type of reminder of firm voice, distraction or redirection, inappropriate behavior. highlighting positive behavior, assertive use of 4. Combined punishment and reinforcement body language, eye contact etc, use of ♥ Recognition or reward for appropriate behavior in questions, focusing on the behavior not the conjunction with consequences for inappropriate student, quick response, cool judgement. behavior. School-Based Counselling Assertive Discipline School-based counselling is a professional activity, Assertive Discipline is a systematic approach to delivered by qualified practitioners in schools. Counsellors classroom behavior management. Assertive discipline offer troubled and/or distressed children and young people teaches effective ways of discouraging unwanted behavior an opportunity to explore and understand their difficulties without alienating teachers from students, and effective within a relationship of agreed confidentiality. ways of rewarding good behavior in order to encourage students to do right every time. Use of School-Based Counselling Some students behave poorly because they have Principles of Assertive Discipline personal problems. Since 2000, the Department of The teacher is in control of the class – well planned, Education, through the Guidance Branch has been training well prepared and well trained teachers to take on the role of volunteer school counsellors. Have a classroom management plan At the end of 2009, around 520 school counsellors have been Maximize teaching and learning to reduce problem trained. times School counsellors are trained in basic counselling Promote effective student learning and friendly skills that they can use to support students who are environment experiencing personal or academic problems and need Reinforce positive student behavior emotional support. Counselling is a process of “helping Deal with negative behavior quickly, calmly, people to help themselves”. Counselling relies on counsellors consistently and assertively being non-judgmental, showing empathy, and maintaining confidentiality. Three Classroom Behavior Management School counsellors can help students with poor behavior by supporting them with any underlying problems, Teachers can be identified as using one of three such as family conflict, violent relationships, peer pressure. classroom behavior management approaches to handle Counselling is not a sanction but rather a complimentary student disruptive behavior: behavior management strategy. For example, a student who 1. Aggressive: Teachers who have an aggressive style use an is a bully and has punched another student would require a angry tone of voice, can be abusive, are authoritarian, use sanction for breaking school rules but they may also see the name calling and labelling when confronted with student counsellor to try understand why the bullying behavior is misbehavior, uses high amounts of fear and inappropriate happening and to help the student to try and change. praise. However, not all students who show poor behavior require counselling. 2. Passive: Teachers in this category speak in small voices, give, inconsistent messages, threaten without following Due to the nature of the counselling relationship, through on threats, give up, usually ignore poor behavior (empathy, non-judgmental and confidential) counsellors cannot be disciplinarians. To do so would destroy the trust Good Luck! ࣪ ☾. the student has in the counsellor and make the counsellor creating a hostile environment at ineffective. Counsellors may be requested to give input into school for the other student; discipline hearings but would only be able to give infringing on the rights of the other information with the consent of the student. Counsellors student at school; or cannot take part in making decisions about sanctions, or materially and substantially disrupting expulsion. They may however, make recommendations. the education process or the orderly operation of a school; ANTI-BULLYING ACT Bullying vs. Usual Conflicts DepEd Order No. 55, 2013 Anti-Bullying Act ♥ Bullying can be differentiated from the usual Anti-Bullying Act of 2013 conflicts between students. ♥ The former is a combination of while the latter has ♥ Also known as Republic Act No. 10627 aggression and power no deliberate intention to ♥ An act requiring all elementary and secondary hurt physically and/or emotionally. schools to adopt policies to prevent and address the acts of bullying in their institutions Two Types of Bullying 1. Direct Bullying ᴥ Involves physical and verbal aggression ᴥ Consisted of name calling, taunting, hurtful teasing, insults, put downs, intimidation, extortion, harassment, and/or threats. ᴥ Such form of bullying was done mostly by male students. 2. Indirect Bullying ᴥ Involves relational/social bullying ᴥ Involved gossiping, spreading rumors, writing hurtful notes (i.e. cellphone messages, online blogs), and exclusion from games or groups. ᴥ Those incidents happened mostly among DepEd’s Effort to Protect Children groups of female friends. Child Protection Policy (DO 40 s. 2012) Anti-Bullying Act (DO 55 s. 2013) Six Forms of Bullying Guidelines on CAR & CICL (DO 18 s. 2015) 1. Sexual Bullying Protection of Children in Armed Conflict (DO 57 s. 2. Prejuducial Bullying 2017) 3. Verbal Bullying 4. Relational Aggresion What is Bullying? 5. Physical Bullying ♥ It refers to: 6. Cyberbullying a) Anysevere or repeated use b) By oneormorestudents Examples of Bullying c) Of a written, verbal, or electronic expression, or a physical act or gesture, or any combination punching thereof pushing d) Directed at another student shoving e) That has the effect of: kicking actually causing or placing the latter in slapping reasonable fear of tickling physical or emotional harm or damage headlocks to his property; inflicting school pranks teasing Good Luck! ࣪ ☾.  fighting and Teacher the use of available objects as weapons ♥ No publicity shall be given to any disciplinary action Any slanderous statement or accusation that causes against a teacher during the pendency of his or her the victim undue emotional distress like: case.  directing foul language or profanity at the target  name-calling tormenting and commenting Refferal and Assessment negatively on victim's looks, clothes and body DepEd Order No. 40, 2012 Child Protection Policy Who is a child? ♥ Any person below eighteen (18) years of age or those over but are unable to fully take care of or protect themselves because of a physical or mental disability or condition. ♥ Pupils or students who may be eighteen (18) years of age or older but are in school. ♥ All public & private elementary and secondary schools shall establish a Child Protection Committee Some Important Notes (CPC) Can bullying be done outside school grounds? (YES) ♥ CPC Members: School Head / Administrator R.A. 10627 also prohibits bullying: Guidance Counselor / Teacher ✓ at a location, activity, function or program that is not Teacher Representative school related Parent Representative ✓ and through the use of technology or an electronic Student Representative device that is not owned, leased or used by a school Barangay Representative If you report a bullying incident, are you protected? (YES) Protocols in Handling Case of Abuse and Bullying in Schools R.A. 10627 prohibits retaliation against a person: ✓ who reports bullying, ✓ who provides information during an investigation of bullying, or ✓ who is a witness to or has reliable information about bullying; Will the perpetrator of bullying or retaliation be rehabilitated? (YES) ✓ R.A. 10627 states that, in addition to the disciplinary sanctions, the perpetrator of bullying or retaliation a rehabilitation shall also be required to undergo CONFIDENTIALITY program which shall be administered by the institution concerned. Child ✓ The parents of the said perpetrator shall be institution ♥ The identity or other information that may to join the rehabilitation program reasonably identify the pupil, student, or learner Can the names of the perpetrators be made public? whether victim or offender, shall be withheld from the public to protect his or her privacy. The names of students who committed acts of bullying or retaliation be strictly confidential; and only made available to the: Good Luck! ࣪ ☾.  ✓ School administration Declaration of Policy ✓ Teachers directly responsible for the said students & ♥ DepEd shall ensure that our school is conducive to the parents or guardians of students who are or have Education of children. The best interest of a child shall been victims of acts of bullying or retaliation be the paramount consideration in all decisions and actions involving children. Teachers are their Recommendations for Action Plans in Schools substitute parents and are expected to discharge their functions and duties with this in mind. The school administration should therefore plan a ♥ DepEd shall promulgate a zero tolerance policy for bullying awareness campaign and involvement in all any act of child abuse, exploitation, violence, levels (K to 12). discrimination, bullying, and other forms of abuse. The emphasis is on developing a caring school environment. The administrators, faculty, staff, parents, and Prohibited Acts students should know the basic facts about bullying. 1. Child Abuse School staff need to learn when and how to intervene. 2. Discrimination against children The teachers should know how to intervene in 3. Child Exploitation bullying incidents, improve classroom management, 4. Violence against children in school and recognize and reinforce positive behaviors of 5. Corporal Punishment students. 6. Any analogous or similar acts and, The homeroom advisers can discuss bullying and ways 7. Bullying or Peer Abuse. to get along with others. Student leaders must be more vigilant and concerned in maintaining a caring environment. Child Abuse They can assign specific student officers to monitor Refers to maltreatment of a child, whether habitual or not, places prone to bullying- classrooms, hallways, which includes any in the following: comfort rooms, playgrounds, and canteen. Parents should be encouraged to view their school Psychological or physical abuse, neglect, cruelty, involvement responsibility. sexual abuse and emotional maltreatment. Parenting seminars, organized by the guidance Any acts of deeds or words which debases, degrade counselors, can focus on positive forms of discipline. or demean the intrinsic worth and dignity of a child as The guidance counselors should incorporate a a human being. program which teaches skills and strategies to avoid Unreasonable deprivation of the child’s basic needs victimization. for survival, such as food, shelter and etc… This can be conducted during group guidance classes. Failure to immediately medical treatment to an injured child resulting in serious impairment of his or her growth and development or in the child’s ANTI-BULLYING AND CHILD ABUSE PROVISIONS permanent incapacity or death. DepEd Order No. 40, s. 2012 DepEd Child Protection Policy “Bullying or Peer Abuse” refer to willful aggressive behavior that is directed towards to a particular victim who maybe Art. XV. Sec. 3(B). 1987 Philippine Constitution: out-numbered, younger, weak, with disability, less confident ♥ “the state shall defend the right of children to or otherwise vulnerable. assistance, including proper care and nutrition and special protection from all forms of neglect, abuse, Bullying cruelty, exploitation and other conditions prejudicial in their development…” Is committed when a student commit an act or series of act directed towards another student, or a series of single acts Article 218, 220, 233 of the Family Code of the Philippines directed towards several students in a school setting or a place of learning, which results in physical and mental abuse, ♥ “gives the school, administrators and Teachers, or the harassment, intimidation or humiliation. Such acts may individuals entity or institution engaged in child care consist in any of the following: the special parental authority and responsibility over the minor child while under their supervision, Threats to inflict a wrong upon the person, honor, and instruction or custody…” property of the person or his family; Taking of property; Good Luck! ࣪ ☾.  Stalking or constantly following or pursuing a person or when traveling to and from school, or during school in his or her daily activities, with unwanted and – sponsored activity. obsessive attention; Ensure that all incidents of abuse and bullying are Public humiliation or public and malicious imputation properly addressed. of a crime of a vice or defect, whether real or imaginary, or any act or omission tending to cause Composition of Child Protection Committee (CPC) dishonor to a person; Deliberate destruction or damage to the child’s a. School Head – Chairperson property; b. Guidance Counselor / Teacher – Vice Chairperson Physical violence committed upon a student, which c. Representative of the teachers as designated by the may or may not result to harm and injury, with or Faculty Club. without the aid of weapon. d. Representative of the Parents as designated by PTA Demanding or requiring sexual or monetary favors e. Representative of students as designated by the from a student; Supreme Student Council Restraining the liberty and freedom of a pupil or f. Representative from the Community as designated student. by the Punong Barangay. Primary Considerations of School What shall be the procedure whenever bullying and child I. Ensure the institution of effective child protection abuse incidents happen in school? policies and procedures and monitor compliance Bullying students shall be acted upon by the School Head thereof; which may be reported to him in any of the following: II. Ensure that the participatory and other rights of a children are respected and upheld in all manners 1. Upon filing a complaint by any person in and procedures affecting their welfare; representation of the child-victim III. Coordinate with appropriate offices and other 2. Upon notice by a school personnel or official. agency or instrumentality for appropriate assistance and intervention, as may be required in the performance of its functions. The school head shall convene the Parents of the victim and the offending child and refer them to the Child Responsibilities of Division Offices Protection Committee for counseling and other intervention. Organize and conduct a capacity building activities for The penalty of REPRIMAND may be imposed by the School members of Child Protection Committee and Head. However, of the bullying is committed for second or Guidance Counselors to identify victim – students. subsequent time a penalty of SUSPENSION FOR NOT MORE Consolidate the reports on incidents/cases of all THAN 1 WEEK may be imposed by him. schools and submit a DIVISION REPORT (Annex “A”) to the regional office. Procedures in Child Abuse Cases 1. Expeditious conduct of investigation Responsibilities of School ᴥ obligation to forward the complaint within Ensure that all students, school personnel, parents 48 hours to the Discipline Authority (per guardian, visitors and guests are made aware of Child DepEd Order No. 49 s. 2006) who shall Protection Policy (Annex “C”) issue an order to conduct fact-finding Conduct disciplinary proceedings in cases of offenses investigation. committed by students. 2. Inform the complainants of the requirements of a Organize and convene the Child Protection formal complaint if the same is not sufficient in Committee (CPC) for the school. form. 3. If a prima face case exists based on the investigation Maintain a record of all proceedings related to Report and the Record. A Formal charged shall be bullying and submit after each school year to the issued by the Disciplining Authority, which may be Division Office the report and the copy of INTAKE the basis for the issuance of an Order Preventive FORM (Annexes “A” & “B” respectively) Suspension (for a period of 90 days) or as an Ensure that the school adopts a student code of alternative, reassignment of the offending party, as conduct to be followed while in the school grounds, may be warranted. Good Luck! ࣪ ☾.  Respondent may file MR with the DA or elevate the Causes of Stress case to the CSC by way of an appeal within fifteen 1. The unsettling effects of change (15) days from receipt of notice. 2. The feeling that an outside force is challenging or threatening you Important Reminder: 3. The feeling that you have lost personal control Failure to submit an incident report or to render a decision National Institute of Mental Health (NIMH): involving the cases within the prescribed period, without justifiable cause, shall be a ground for administrative action Increased academic demands for neglect of duty against the responsible official. Being on your own in anew environment Changes in family relations Significant Rules Financial responsibilities Changes in your social life ✓ Rules on Jurisdiction ᴥ Bullying and child abuse cases shall be Exposure to new people, ideas, and temptations within the exclusive jurisdiction of DepEd, Awareness of your sexual identity and orientation and shall not be brought for amicable Preparing for life after graduation. settlement before the Barangay. Symptoms of Stress ✓ Rule on Confidentiality ᴥ The identity or other information that may Symptoms of stress fall into three general, but interrelated, reasonably identify the pupil, student or categories—physical, mental, and emotional. If you find learner, whether victim or offender, shall yourself frequently experiencing these symptoms, you are withheld from the public to protect his or likely feeling distressed: her privacy. Headaches Fatigue ✓ Rule on On-Forum Shopping ᴥ Criminal and Civil Liability arising from Gastrointestinal problems child abuse and bullying shall be separate Hypertension (high blood pressure) and distinct, and shall not be a bar to the Heart problems, such as palpitations filing of an administrative case. Inability to focus/lack of concentration Sleep disturbances Sweating palms/shaking hands Anxiety STRESS MANAGEMENT Sexual problems Stress ♥ It is a fact of life, wherever you are and whatever Even when you don’t realize it, stress can cause or you are doing. You cannot avoid stress, but you can contribute to serious physical disorders. It increases learn to manage it so it doesn’t manage you. hormones such as adrenaline and corticosterone, which ♥ Changes in our lives, such as going to college, affect your metabolism, immune reactions, and other stress getting married, changing jobs, or illness are responses. That can lead to increases in your heart rate, frequent sources of stress. respiration, blood pressure, and physical demands on your ♥ If you view a situation negatively, you will likely feel internal organs. distressed overwhelmed, oppressed, or out of control. Behavioral Changes are also Expressions of Stress, ♥ Distress is the more familiar form of stress. The including: other form, eustress, results from a “positive” view of an event or situation, which is why it is also called Irritability “good stress”. Disruptive eating patterns ♥ Eustress helps you rise to a challenge and can be an Harsh treatment of others antidote to boredom because it engages focused Increased smoking or alcohol consumption energy. That energy can easily turn to distress, Isolation however, if something causes you to view the Compulsive shopping situation as unmanageable or out of control. Good Luck! ࣪ ☾.  A sustained high level of stress is no laughing matter. It Learn to accept change as a part of life. can affect every area of your life— productivity in the ᴥ Nothing stays the same. Develop a support system workplace and classroom, increased health risks, and of friends and relatives you can talk to when relationships, to name just a few. needed. Believe in yourself and your potential. Remember that many people from disadvantaged Stress management is key to academic success. backgrounds have gone on to enjoy great success in life. Managing Stress Avoid those activities that promise release from stress while You can learn to manage stress. The first step is actually adding to it. Drinking alcohol (despite what all those understanding yourself better—how you react in different TV commercials imply), drinking caffeine, smoking, using situations, what causes you stress, and how you behave narcotics (including marijuana), and overeating all add to the when you feel stressed. Once you’ve done that, take the body’s stress in addition to their other harmful effects. following steps: Set priorities Managing Stress Strategies: ᴥ Use the time-management tips you learned in Section Schedule time for vacation, breaks in your routine, 1. Make a To-Do list. Decide what is really important hobbies, and fun activities. to get done today, and what can wait. This helps you Try to arrange for uninterrupted time to accomplish to know that you are working on your most tasks that need your concentration. immediate priorities, and you don’t have the stress of Arrange some leisure time during which you can do trying to remember what you should be doing. things that you really enjoy. Avoid scheduling too many appointments, Practice facing stressful moments meetings, and classes back-to-back. Allow breaks to catch your breath. Take a few slow, deep breaths ᴥ Think about the event or situation you expect to face whenever you feel stressed. Breathe from the and rehearse your reactions. Find ways to practice abdomen and, as you exhale, silently say to yourself, dealing with the challenge. If you know that speaking “I feel calm.” in front of a group frightens you, practice doing it, Become an expert at managing your time. Read perhaps with a trusted friend or fellow student. If the books, view videos, and attend seminars on time pressure of taking tests causes you to freeze up, buy management. Once you cut down on time wasters, some practice tests at the school bookstore or online you’ll find more time to recharge yourself. and work with them when there are no time Learn to say “no.” Setting limits can minimize stress. pressures. Spend time on your main responsibilities and priorities rather than allowing other people’s Examine your expectations priorities or needs to dictate how you spend your time. ᴥ Try to set realistic goals. It’s good to push yourself to Exercise regularly to reduce muscle tension and achieve, but make sure your expectations are realistic. promote a sense of well-being. Watch out for perfectionism. Be satisfied with doing Tap into your support network. Family, friends, and the best you can. Nobody’s perfect—not you, not social groups can help when dealing with stressful your fellow Cadet, nobody. Allow people the liberty to events. make mistakes, and remember that mistakes can be a good teacher. Depression Live a healthy lifestyle ♥ A common mental illness that affects a person’s body, mood, and thought—it causes people to lose pleasure ᴥ Get plenty of exercise. Eat healthy foods. Allow time from daily life, can complicate other medical for rest and relaxation. Find a relaxation technique conditions, and can even lead to suicide that works for you—prayer, yoga, meditation, or ♥ A person’s inability to deal with stress can often lead breathing exercises. Look for the humor in life, and to clinical depression. People with depression have enjoy yourself. similar symptoms to stress, except the symptoms are not temporary—they can last for weeks at a time. Because of the sustained symptoms, the effect on the Good Luck! ࣪ ☾.  body, mood, and behavior is often more serious than treatments for depression are available, and—depending on with temporary stress. the severity of the symptoms—can provide relief in just a few ♥ Depression can have severe effects on your eating weeks. But individuals respond differently to treatment. If habits, your relationships, your ability to work and you don’t start feeling better after a few weeks, talk to your study, and how you think and feel. The illness is not treatment provider about other treatments, or seek a second unique to a particular group of people or area of the opinion. country. Millions of adult Americans, including many college students, suffer from clinical depression. Suicide ♥ It’s important to understand that clinical depression is a real, not an “imaginary” illness. It’s not a passing ♥ Severe depression often manifests itself in thoughts mood or a sign of personal weakness. It demands about death or suicide, or in suicide attempts. treatment—and 80 percent of those treated begin to ♥ Many people are understandably uncomfortable feel better in just a few weeks. talking about suicide, but doing so can save lives. ♥ The NIMH reports that in 2000, suicide was the 11th leading cause of death for all Americans and the third According to NIMH, the following symptoms are signs of leading cause of death for those aged 15 to 24. major depression: Sadness, anxiety, or “empty” feelings There are many common myths about suicide: Decreased energy, fatigue, being “slowed down” Loss of interest or pleasure in usual activities If someone wants to die, nobody can stop that Sleep disturbances (insomnia, oversleeping, or person. False. Most people thinking about suicide waking much earlier than usual) don’t want to die: They want help. Appetite and weight changes (either loss or gain) If I ask someone about suicide, I’ll give that person Feelings of hopelessness, guilt, and worthlessness the idea. False. That you cared enough to ask may Thoughts of death or suicide, or suicide attempts offer comfort to the person. Difficulty concentrating, making decisions, or Suicide comes “out of the blue.” False. Usually, the remembering person exhibits several warning signs. Irritability or excessive crying Chronic aches and pains not explained by another You should always take suicidal thoughts, impulses, or physical condition. behavior seriously. If you are thinking or talking about hurting or killing yourself, or know someone who is, seek It’s normal to have some signs of depression some of the help immediately. The NIMH recommends you turn to your time. But the NIMH says that if someone has five or more student health center; a family physician; a professor, coach, symptoms for two weeks or longer, or suffers noticeable or adviser; a member of the clergy; a local suicide or changes in normal functioning, that person should go to a emergency hotline (one number is 1-800-SUICIDE); or a mental health professional for evaluation. hospital emergency room. If you have to, call 911. Depressed people often may not be thinking clearly and may therefore not seek help on their own. They frequently Some of the Warning Signs of Suicide require encouragement from others—they “need help to get Talking about suicide help.” Statements about hopelessness, helplessness, or worthlessness Mental health professionals say depression among college Preoccupation with death students is a serious problem. A recent UCLA survey of Becoming suddenly happier or calmer college freshmen indicates that today’s students are feeling Losing interest in things one cares about more overwhelmed and stressed than students did 15 years Setting one’s affairs in order for no apparent ago. The National Mental Health Association reports that reason—such as giving away prized possessions or more than 30% of college freshmen report feeling making final arrangements regarding finances and overwhelmed a great deal of the time. property. If you think you might be depressed, you should talk with a qualified health-care or mental-health professional. The Stress can have consequences far beyond temporary resident adviser in your dorm, the student health center, feelings of pressure. While you can’t avoid stress, you can your family health-care provider, or a clergy member can learn to manage it and develop skills to cope with the events help steer you to treatment resources. Several effective or situations you find stressful. By learning to cope with Good Luck! ࣪ ☾. stress, and by recognizing the symptoms of depression and the warning signs of suicide, you’ll be better prepared to help not only yourself, but also friends, fellow students, and the Soldiers you will someday lead. Sa sanlibong beses na pagbisita ni pagsuko, Sanlibong beses mo ring isara ang pinto at hayaang siya’y humayo. Sa sanlibong beses na sa sarili’y magdalawang-isip, Sanlibong paalala ko’y ika’y mahusay hindi lang sa panaginip. ~ ʤǝƱɗƖ ~ Good Luck! ࣪ ☾.